VALUES EXHIBITED AND ITS EFFECT TO

PERSONAL DEVELOPMENT AMONG GRADE 6

LEARNERS DURING MODULAR INSTRUCTION IN
DIVISION OF QUEZON

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 905-923
Document ID: 2023PEMJ794
DOI: 10.5281/zenodo.8040762
Manuscript Accepted: 2023-13-6
Psych Educ, 2023, 9: 905-923, Document ID:2023 PEMJ794, doi:10.5281/zenodo.8040762, ISSN 2822-4353
Research Article

Values Exhibited and Its Effect to Personal Development Among Grade 6 Learners
During Modular Instruction in Division of Quezon
Cherie Fei P. Belen*, Jellian T. Ricafrente
For affiliations and correspondence, see the last page.
Abstract
This study aims to determine the values exhibited and its effect on personal development among Grade 6
learners during modular instruction in the Division of Quezon in terms of Pro- country, Pro- God, Pro- nature,
Pro- people, Responsibility, Independence, Initiative, Autonomous, and Resilience, and found out if there is a
significant difference between the values exhibited, and the socio-economic Profile such as family income,
parent’s education, and parent’s occupation; the socio- economic profile and personal development; and if the
values exhibited has an effect to the personal development of the Grade 6 learners. Also, it aims to craft or
develop classroom management in handling the children found to possesses detrimental values. The data
collected were statistically analyzed, using the 4- point Likert scale, 4 (3.25-4.00) with verbal interpretation as
always exhibited, 3 (2.50- 3.24) sometimes exhibited, 2 (1.75- 2.49) often exhibited, and 1 (1.00- 1.74) never
exhibited. On the other hand, the researcher used the 5-point Likert scale to measure the level of personal
development where 5 (4.01- 5.74) has a verbal interpretation as very likely, 4 (3.25- 4.00) moderately likely, 3
(2.50- 3.24) moderately unlikely, 2 (1.75- 2.49) very unlikely and 1 (1.00- 1.74) not at all. The study’s
respondents were the parents of the selected Grade 6 learners in the Division of Quezon who answered the self-
made survey questionnaire validated by the experts. Findings revealed that the majority of the respondents
belong to the family earning Php 9,520.00 and below. Also, most of the parents of the respondents are high
school graduates, and most of them are self-employed and entrepreneurs/ agribusinesses. Based on the summary
table of values exhibited among the Grade 6 learners, most values are always exhibited; only the initiative value
is often exhibited. However, generally, those values are always exhibited based on their mean. There is no
significant difference between the values exhibited and the socio-economic profile of the Grade 6 learners.
Based on the summary tables on the level of personal development, it has a mean of 4.31, which means that all
the dimensions of the personal development are verbally interpreted as very likely. There is no significant
difference between the personal development and the socio-economic profile of the respondents. Based on the
conclusions, it was recommended that teachers may promote, talk about, and understand those values always
exhibited by the learners. It might be a good idea to display them on the walls, in the school reception for
visitors to see, and to quote them in communication with parents, and other people central to the school. The
teachers may be mentioned at every opportunity, at the start of staff meetings, during planning sessions and
assemblies. The more they are remembered and understood, the more they can enrich the lives of the children.
Teachers may differentiate the monitoring and review the values, which will help the school to see if they are
working, and ask the learners and parents if they know what will be the effect of the values on personal
development.

Keywords: values, personal development, modular instruction, socio-economic profile

According to Raul Tormos (2021), in his article titled,

Introduction “The Rhythm of Modernization: How Values Change
Values are personal convictions that to persuade over Time,” values can change over time. The time
people to take a certain another. They act as a manual talked about in this study is the time of the pandemic.
for human conduct. Values are important, and basic Where, the pandemic requires teachers to work in new
concepts that govern or encourages actions. They ways, teaching online and adapting teaching styles to a
support us in determining what is important to us.
locked-down world.
Values are the moral principles we choose to live by to
guide our actions. They also characterize the type of
The pandemic is in its third year already and still
person we want to be, how we treat ourselves and
spreading non-stop in the country, affecting the
others, and how we interact with the outside world.
economy and education, along with the health and
They provide general guidelines for conduct. People
welfare of the people. These dangerous conditions can
tend to adopt the ideals they were raised with, on the
whole. Due to the fact that those values are those of
include the pandemic and the lockdown limitations put
their particular culture, people also frequently assume in place in several nations.
that they are "right".

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Research Article
If initial value theories are regular and context-free,
several contributions suggest that value changes
reflect external circumstances and significant
context changes. Understanding possible changes in
values related to the pandemic is essential; in
making informed decisions on health–protective,
behavioral, and environmental restrictions and
support during COVID-19 and future similar
pandemics.
It might be challenging to manage behavior issues in
the classroom at times. Things are made even more
difficult by the pandemic's many changes and
unpredictability. However, education should continue,
and learning should not stop amidst the pandemic.
There are such ways to continue learning. Among
them is modular education. The success of the modular
learning strategy, which puts an emphasis on learning
outcomes, depends on how well the outcomes are tied
to student learning and course design. These
components work together to create a course that is
constructively aligned, as explained by Biggs (1999).
As the Department of Education describes Modular
Distance Learning (MDL), using Self-Learning
Modules (SLMs) in print or digital format, depending
on the learner's needs, as well as other learning
resources like textbooks, activity sheets, study guides,
and other study materials, this method of delivering
education involves individualized instruction. Modular
learning addresses this learning inequality by
providing more inclusive access to education.
The study wanted to explore the lived experiences of
the parents who act as learning supervisors, tutors, and
home-schooling teachers for modular learning during
the health crisis. The learners are learning not just
specific lessons but also the values in this pandemic.
They learn how to manage their time because even at
home, they have to strictly follow their schedule in
answering the learner’s answer sheets (LAS) based on
their self-learning modules (SLMs). They also
develop a closer bond with their parents and guardians
while having a teaching and learning process at home.
As stated by the Department of Education that was
mentioned in the study of Doctolero (2022), beginning
November 2, 2022, all public and private schools shall
have transitions to five days of in-person classes. No
school may use mixed learning or only distant learning
after the specified date, except of those using
alternative modes. Based on the teacher’s assessment
after two weeks of face-to-face classes, many teachers
have observed that there are many changes in terms of
the student’s behavior compared to the behavior of the
students before the pandemic.
Belen & Ricafrente
An important aspect influencing a person's personal
development is their family's socioeconomic status
(SES; primarily, family income and parents'
educational backgrounds) (Hair et al., 2015). Personal
development involves inward-looking and focusing on
ways to better oneself. Personal development also
increases self-awareness, self-esteem, increases skills,
and fulfills aspirations. For example, higher family
SES was associated with increased self-regulatory
behaviors, academic performance, and sense of well-
being (Evans & English 2002).
The reason behind this study is that the researcher
would like to know if the values that have been
exhibited among the leaners during modular learning
will still be helpful and exhibited in their new
everyday lives inside and outside the school. This
study would like to know if the values are exhibited in
different ways. Through this study, the researcher
would like to know the effect of the exhibited values
on the personal development of the learners so a
classroom management can be crafted or developed in
handling the children who are observed to have
detrimental values.
According to Philip Rothman (1954) in his article
entitled “Socio-economic Status and the Values of
Junior High School Students”, educators have long
been aware of a relationship between socio-economic
status and education. From the economic viewpoint,
there has been awareness of the limitations of our free
public school system concerning general availability.
There has been much concern with the need to make
equal education available to all, regardless of financial
status. Education professionals have expressed worry
about the second aspect of socioeconomic position,
which is status or prestige. There can be no question
that schools have been most readily influenced by
those segments of the community holding status
positions. Curriculum plans have reflected to a great
extent the wishes and needs of the higher-status
elements of the community. Even the treatment of
students the school and in the classroom has been
likely to reflect the prestige position of the student’s
family.
In recent years, a third dimension of socio-economic
status has emerged. Socio-economic status is described
as involving not only economic position and prestige,
but also, and perhaps even more importantly, a way of
life and a pattern of values. This viewpoint is summed
up by Loeb as follows: “Because of the long intimate
relationships, especially during childhood, each social
class develops a pattern of behavior and a value
system which differentiates it from the others.
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This is the theme that runs through the many ways in
which one may look at social class in America”. This
is the basis of the researcher why she seeks to find
out if there is a significant difference in the exhibited
values of the respondents when they are grouped into
socio- economic profiles. Also, the researcher wants
to determine if a learner is performing more of those
values when they are from the family that gains
good income, if their parents have a higher level
of education and if their parents are having a good
occupation or in reverse.
Gratitude, according to Amit Amin (2014), has 31
advantages and effects on a person. By cultivating
gratitude for others, one shifts his or her emphasis
away from themselves and onto the acts of kindness
performed by others. The advantages include being
happier, developing a more likeable personality, being
emotionally more stable, being more positive and
happier, being less materialistic and self-absorbed, and
having higher self-esteem. Additionally, one develops
friendlier and more respectful attitudes, builds stronger
relationships, and demonstrates greater resiliency. The
desire to express gratitude to a compassionate creator
makes one more spiritual.
It was stated that a man's idea, not his body,
constitutes his reality. Their like is drawn to him by his
thoughts, which function like a magnet. Happiness
follows a man if he talks and performs with good
intentions; suffering follows a man if he speaks and
does with bad intentions. Positive thinking can never
result in happiness. One can imagine himself to have a
permanent shadow over him. According to an
educationalist, you cannot have a sweet apple tree by
hanging sweet apples from a normal tree; the tree must
be sweet in order to have a sweet apple tree. What
makes our thoughts positive and our tree sweet are the
noble qualities and values we cherish deep within us
and practice in our public and private life. Therefore,
nurturing and practicing our human values is a crucial
part of our personality development.
Learners are now at school with physical interaction
with their teachers. The main concern of this study is
to focus on the values exhibited among students during
modular learning and how these exhibited values can
still be valid and helpful since they are back in school,
and how it affects their personal development.
Research Questions
In general, this study aims to determine the values
exhibited and their effect on personal development
among Grade 6 learners during modular instruction in
the Division of Quezon. This study will answer the
following questions/ sub-problems:
Belen & Ricafrente
1. What is the socio-economic profiles of the Grade 6
learners under modular instruction in terms of the
following?
1.1. Family income
1.2. Parents’ education level
1.3. Parent’s occupation
2. What are the values exhibited among the Grade 6
learners during modular instruction as observed by the
parents in terms of the following?
2.1. Pro-country
2.2. Pro-God
2.3. Pro-nature
2.4. Pro-people
2.5. Responsibility
2.6. Independence
2.7. Initiative
2.8. Autonomy
2.9. Resilience
3. Is there a significant difference on the exhibited
values of the respondents when they are grouped into
profile?
4. What is the level of personal development of the
learners in terms of the following?
4.1. Mental
4.2. Social
4.3. Spiritual
4.4. Emotional
4.5. Physical
5. Is there a significant difference between the learner
personal development based on their socio-economic
status?
6. Is the learner exhibited values has significant effect
to their personal development?
Methodology
Research Design
This study used the descriptive survey to determine the
values exhibited and their effect on personal
development among Grade 6 learners during modular
instruction in the Division of Quezon. The data
collected serves as the chief source of finding in this
research study.
A descriptive survey study design is the most typical
and widely used research methodology to collect
useful data. Gay (1992: 217) claims that descriptive
research entails gathering information to test theories
or respond to inquiries about the existing condition of
the study's subject. This research design methodically
discusses events, phenomena, or facts about a
particular region or population.
The researcher used the descriptive survey in order to
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seek an adequate and accurate interpretation of the
findings regarding the values exhibited among Grade
6 learners during modular instruction and its effect to
their personal development.
Moreover, the quantitative design is employed in
determining the values exhibited among Grade 6
learners during the modular instruction. Burns and
Groove (2006, p. 35) define quantitative research as a
formal, objective, and using numerical data in a
methodical way to get information about the world.
Research Locale
This study was conducted in Quezon. It is a province
in the Philippines, occupying the center of the island of
Luzon in the CALABARZON area. The province of
Quezon is named in honor of Manuel L. Quezon, a
former president who was born in Baler, a town that
was formerly a part of Tayabas. It runs from Desada
Point in the north to Bicol in the south along the
eastern coast of Luzon like a narrow band. It shares
boundaries with the provinces of Bulacan, Rizal,
Laguna, and Batangas in the west, Camarines Norte
and Camarines Sur in the east, and Aurora in the north.
8,743.84 square kilometers (3,376.02 square miles) or
land make up the province. The 2020 census found
that it had a population of 1,950,459. This was
equivalent to 12.04% of the entire CALABARZON
region's population, 3.14% of the entire Luzon Island
group's population, or 1.79% of the entire Filipino
population. Based on these figures, the population
density is computed at 223 inhabitants per square
kilometer or 578 inhabitants per square mile. Quezon
is inhabited solely by Tagalogs. Quezon contains one
city and 39 municipalities. There are 1,209 barangays
in the province as a whole. The City of Lucena serves
as the provincial capital, although due to its distinction
as a highly urbanized city, it enjoys administrative
independence. The majority of the nation's coconuts
are produced in Quezon. In addition, rice, corn,
bananas, and coffee are farmed. Fish and marine items
are abundant in the province's wide offshore
waterways and inland fishponds. Quezon province was
commonly divided into four Congressional Districts.
The researcher selected the 4th Congressional District,
which composed of the municipalities of Alabat
Island, Atimonan, Plaridel, Calauag, Guinayangan,
Gumaca, Lopez, and Tagkawayan. Out of these eight
municipalities, the researcher selected only four, such
as Alabat, Atimonan (Districts 1 and 2), and Plaridel.
Alabat Island is a member of the Philippine
archipelago and is located not far from Southern
Luzon's east coast. There are 41,822 people living on
the 192 square kilometer (74 square mile) island. It has
Belen & Ricafrente
15,936 residents, according to the 2020 census. The
town's three main cash crops are calamansi, coconut,
and rice.
Secondly, the municipality of Atimonan where it is the
first-class municipality in the province of Quezon. It is
situated 173 kilometers (107 miles) southeast of
Manila on the province's eastern shore. Its population
as of the 2015 census was 63,432 people. Atimonan's
economy was supported by agriculture and fisheries.
Many people also work at sea. Lastly, is the
municipality of Plaridel. Additionally, it is a
municipality on the coast in the province of Quezon.
The municipality's land area is 7.6 square miles (18.19
km2). 02 square miles, or 0.21% of Quezon's total
area, make up this. 10,129 people were residing there
as of the 2020 Census. This was equivalent to 0.06%
of the entire population of the CALABARZON area or
0.52% of the population of Quezon Province as a
whole. These numbers were used to calculate the
population density, which came out at 557 people per
square kilometer or 1, 443 people per square mile. The
town is a member of the Department of Tourism's
Tourism Highway Program.
The focus was on the locations or residences of the
parents of the learners who underwent modular
instruction for the past three years. The researcher
believes that the 4th Congressional District has enough
students who underwent modular instruction under the
guidance of their parents and guardians. The
researcher also wanted to determine the different
values exhibited by the students from each selected
municipality and not only in the town where she
resides.
Research Population and Sample
The respondents of this study are the Grade 6 learners
of the selected elementary schools in the 4 t h
Congressional District of Quezon Division of Quezon.
Grade 6 learners were selected for this study because
the expectations for Grade 6 build on students’
experiences in the primary grades and further develop
the knowledge and skills they need.
Because the base of knowledge, experience, and skills
varies from student to student, it is important for
instruction needs to be differentiated to meet a wide
range of student needs. The emphasis on the students
in this grade should be for building students
understanding of themselves about others. As they
approach puberty, they like to be involved in making
decisions. They should give opportunities to analyze
movement and activities, offer suggestions for
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improving their skills, modify activities to give

themselves the right level of challenge, and inquire
more deeply about topics that are personally relevant
during discussions. Their attention spans are
increasing, and they demonstrate more excellent
thought retention, and increased problem-solving
abilities. They tend to enjoy challenges, contests, and
intellectual activities.

The researcher is currently teaching Junior High

School and wants to determine the possible values of
Shown in the tables is the frequency distribution of the
upcoming Grade 7 students who will enroll in their
respondents per municipality. The data further show
institution from the selected schools from the 4th
that there were only 24 Elementary Schools selected
Congressional District. This is why the researcher
from the 4th Congressional District.
focused only on the Grade 6 students.
Research Instrument
The target respondents of this study are 295 parents,
but only 222 parents responded to the actual data
The researcher used a self-made survey questionnaire
gathering. The respondents of this study are selected
to determine the values exhibited among Grade 6
through random sampling. The sampling procedure
learners from selected Districts in the 4th
were used according to the learning modality of their
Congressional District. The survey questionnaire
children. The researcher only needs a parent who has a
consists of the following parts:
child that has undergone modular instruction.
Part I. This part is called Socio-Economic Profile
Table 1. Respondents per District
(SEP), which gathers data regarding the socio-
economic profile of the Grade 6 learners in the
Division of Quezon. It consists of 3 categories of
questions such as family income, educational level,
and occupation.

Part II. This part is called Values Exhibited (VE),

which gathers the data regarding the values exhibited
among Grade 6 learners during modular instruction in
terms of Pro-country, Pro-God, Pro-nature, Pro-
people, Responsibility, Independence, Initiative,
Autonomy, and Resilience. It consists of 90 items and
uses a 4-point Likert scale interpreted from not evident
to much evident.

Part III. This part is called Level of Personal

Development (LPD), which gathers data regarding the
level of personal development among Grade 6 learners
during modular instruction in terms of Mental, Social,
Spiritual, Emotional, and Physical. It consists of 25
items and will use 5- point Likert scale interpreted
from not evident to much evident.

The researcher sought the face and content validation

of the instrument from the specialists in order to assure

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Table 2. Socio-Economic Profile of Grade 6 Learners

Under Modular Instruction

the validity and reliability of the survey questionnaire.

The content was validated by 2 Master Teachers and 1
School Head from Atimonan, Quezon, Division of
Quezon, the results of which was integrated into the
finalization after several revisions based on their
comments and suggestions.

Data Gathering Procedure

For study, the instruments' face and content

authenticity were guaranteed. To ensure the validity of
the instruments, the initial drafts of the instruments are
scrutinized by three experts in questionnaire and
content construction who were required to check for
all non-technical flaws in the instruments. Such inputs
enhanced a thorough validation in order to ensure that
the instruments measured what they are intended to
measure about the research hypothesis. While for the
reliability of the instrument, the researcher used a test-
retest method where she involved giving the group of
people the same test more than once and see for the
results of both given tests.

Before the conduct of the actual study, the researcher

sought permission through formal communication
from DepEd SDO authorities and concerned teachers
for the conduct of the study. Upon approval, the
distribution and retrieval of the instruments was done
personally with the help of the public school teachers
for the far-flung areas where the parents’ address is
unavailable. Meanwhile, for the schools that are easy
to be reached by the researcher, the instruments were
sent to the target respondents. After retrieving the
survey responses, the data were collated and subjected
to appropriate statistical measures. Then the data
gathered were interpreted in line with the study’s
objectives.
Results and Discussion
Socio- Economic Profile of the Grade 6 Learners
Under Modular Instruction
Table 2 presents the socio-economic status of the
Grade 6 learners under modular instruction. As can be
seen from the table, shows that in terms of family
income, 139 of the parents- respondent or 62.6% of
them, belong to the category which is earning
Php9,520.00 and below. In contrast, only one (1)
parent-respondent belongs to the category who was
earning 131,485.00 and up. In terms of parent’s
educational level, 66 or 29.7% of the population of
parent-respondents were identified as high school
graduates. Moreover, only one (1) of them is in the
Doctoral Degree category. Moreover, it can also be
seen that most or 22.5% of the parent- respondents
work as Entrepreneur/ Agri-business and Self-
employed. While one (1) of them is in the Military
Sector.
The findings show that the majority of parents of
Grade 6 students had family incomes of Php 9,520.00
or less. At the same time, most of them are high school
graduate and their parent’s occupations are commonly
entrepreneurs/ Agribusiness and self-employed.

According to Beegle and Rice (1965), one of the most

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important stimuli for encouraging students to do better

is expressing financial support for their education.
Low family income is a predictor of academic
performance, alienation, and dropout of students. With
this, Karshen (2003) asserts that children with well-
educated parents typically hold more excellent jobs
than students with uneducated parents. Parents with
education assist their children with their schoolwork.
Similarly, Usaini and Abubukar (2015) note that
parents with part-time, primarily self-employed
occupations who do not have a guaranteed income
cannot afford to devote much time to their kids. Also,
the parent’s occupation identifies the parents’ ability to
finance their academic performance.
Table 3 presents the values exhibited by the Grade 6
learners during modular instruction in terms of the Pro-
Values Exhibited by the Grade 6 Learners Under
country value. The table shows that the statements
Modular Instruction as Observed by the Parents “Encourage tourists to visit the country that boosts his/
her self- growth,” “Promotes advertisement which
Table 3. Values Exhibited by the Grade 6 Learners includes evolvement from being a simple citizen to a
During Modular Instruction (Pro-Country) technological citizen,” “Making the tourism industry
blossoming both the self and the country,” and
“Promotes Filipino foods via vlog that gives
advancement in his/ her technological skill,” are the
values that were often exhibited. In contrast, the rest of
the statements about to other values are always
exhibited by the learners. Generally, it can be inferred
that the Grade 6 learners have always exhibited Pro-
Country values, as signified by a mean of 3.28.

This shows the capacity of the learners in terms of

promoting the country through advertisements and
blogs. Also, this shows the capability of the learners in
terms of making the tourism industry popular. This
shows further room for learning to exhibit those values
when to being a Pro- country citizen.

Similar to the findings of Vasilis Bouronikos (2021),

being young, they have not experienced the world yet.
Young people are the most productive, and they are
only beginning to live their adult lives and pursue their
aspirations. Our society must therefore give children
every chance possible to get off to a good start.
Nationalism, patriotism, and citizenship have been
equivocal pedagogical concepts, as emphasized by
Grammes (2011).

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Table 4. Values Exhibited by the Grade 6 Learners

During Modular Instruction (Pro-God)

those who hold leadership roles sign a statement

renouncing "unbiblical activities," such as having sex
outside of heterosexual marriage. Following years of
uncertainty regarding these matters, a number of civil
rights and religious freedom advocacy groups
developed a set of guidelines known as "Religious
Expression in Public Schools," which the U.S.
Students may not bully other students for their religion
or force them to participate in religious expression,
according to a 1995 letter from the Department of
Education to the superintendent of every public school.
Schools may also prohibit obnoxious and coercive
preaching.

Furthermore, public schools are not allowed to teach

religion, yet they are allowed to teach about religion in
a secular setting, according to Schempp (1963). The
Bible may be taught in schools, but only for its
historical, cultural, or educational worth; it should
never be taught in a devotional, celebratory, or
doctrinal style, or in a way that promotes acceptance of
the Bible as a religious text.
Table 4 presents the values exhibited by the learners
under modular instruction in terms of Pro-God. The Table 5. Values Exhibited by the Grade 6 Learners
table shows that the one value stated as “Discusses During Modular Instruction (Pro-Nature)
sensitively or sharing about religious beliefs with
others,” is often exhibited by the learners. While most
of the values stated and presented in the table, such as
“Listens politely for others to express their religious
belief as a sign of respect” and “Tries to be fair and
kind to all to avoid argumentation with others” are
always exhibited by the learners. Generally, the Pro-
God values exhibited by Grade 6 learners have a mean
of 3.41 or 0.766% are descriptively interpreted as
always exhibited (AE).

Further, it could be inferred that learners are not that

discussant when sharing religious beliefs with others.
One of the reasons for this is that they do not belong to
the same religion. The descriptive interpretation of
often exhibited shows the need efforts and
interventions in the part for the teachers for the
students to become more open and sensitive on
discussing their religious beliefs.

Similar to the study by the Pew Research Center

(2019), they mentioned another kind of conflict, in
which some students who are religious students want
the right to exclude students who do not share the
group’s beliefs, specifically on questions of sexuality.
For instance, the Christian Legal Society (CLS), which
has chapters at numerous law schools, demands that

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It is also no secret that using too much coal as a

primary source of electricity generation is wreaking
havoc on mother nature, as Atul Sinha (2022) noted.
However, there are some benefits to using coal over
other primary energy sources.

Table 6.Values Exhibited by the Grade 6 Learners

During Modular Instruction (Pro-People)

Table 5 presents the values exhibited by the Grade 6

learners during modular instruction in terms of Pro-
Nature. The table shows that there are three (3) stated
values that are often exhibited, such as “Advertising
cleanliness which helps him/ her enhance his/ her
communication skills,” “Following the law against
illegal logging, which helps him/ her in developing
honesty,” and “Resistance to the Coal Plant activities
within the town that helps protect the nature.” In
comparison, the rest of the values are always exhibited
by the learners. Generally, it can be inferred that the
Grade 6 learners’ Pro-Nature values garnered a mean
of 3.31 or 0.951% and are descriptively interpreted as
always exhibited (AE).

From the results, those values that are often exhibited

are too matured situation for a Grade 6 learner for
them to impose a decision. It is needed to give them
more knowledge about the situations and make them
understand the advantages and disadvantages of illegal
logging and coal planting.

According to Bethany Faubion (2017), in the 20th

century, the Philippines lost most of its thick forest
cover to cover logging. The tendency has been
reversed by recent administrations through legislation,
logging restrictions, and new policies, but the illegal
logging that is still occurring poses a threat to the
surviving forests. Logs unlawfully felled and shipped Table 6 presents the values exhibited by the Grade 6
to other nations deprive the local Philippines of the learners during modular instruction in terms of Pro-
benefits of their high-quality timber. At that time, at People. The table shows that all of the stated values in
least 2.5 million chairs were missing from public the table are always exhibited by the learners, such that
schools around the Philippines. In 2010, the Technical they “Listens when somebody speaks or recites that
Education Skills and Development Authority promotes a right manner/conduct to oneself,” and
(TESDA) proposed the P-Noy Bayanihan Project, "Know how to express gratitude for others' good deeds
wherein government-confiscated logs could be used to that foster personal development." Generally, it can be
build new furnishing for local schools.

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inferred that the Grade 6 learners exhibited Pro-People
value with a mean of 3.59 or 0.668% and descriptively
interpreted as always exhibited (AE).
Thus, the teacher needs to help the students to
maintain and guide them in promoting the values that
are Pro-people. With this, praising and recognizing the
students when showing those values will be a big help
for them to maintain the excellent effect of the values
on them.
According to Daly and Suggs (2010), it is precisely
this idea of perceiving problems through a more
co m p assio n ate lens that aids stud ents in
simultaneously strengthening their moral principles.
Table 7. Values Exhibited by the Grade 6 Learners
During Modular Instruction (Responsibility)
Table 7 presents the values exhibited by the Grade 6
learners during modular instruction in terms of
Responsibility. The table shows that all of the stated
values in the table are always exhibited by the learners,
such as “Keeping the good relationship between us as
his/ her parents,” and “Pay or bring back the borrowed
thing or money from other people.” Overall, there was
a mean of 3.61 or 0.667% and descriptively interpreted
as always exhibited (AE).
Belen & Ricafrente
Also, it could be inferred that those values always
exhibited are now observed at their age. Those values
are not that hard to exhibit, especially when they have
siblings. Also, those values are commonly observed
every day at home, so it has a descriptive interpretation
of always exhibited.
According to Thanasoulas (2011), the students take
part in authentic experiences. They learn new things
and experiment with their expertise. Students gain new
abilities, attitudes, and ways of thinking by learning to
reflect on their experiences. Furthermore, because they
play active roles to learn, students who engage in
experiential learning are taught to be accountable for
their learning.
Table 8. Values Exhibited by the Grade 6 Learners
During Modular Instruction (Independence)
Table 8 presents the values exhibited by the Grade 6
learners during modular instruction in terms of
independence. The table shows that the statement
“Cooks’ food for his/ herself” is the only value often
exhibited by the learners. While the rest of the values
are always exhibited, such as “Goes to school all by
herself,” “Answers her/ his assignments alone,” and
“Wakes up early in the morning every day.” Generally,
there was a mean of 3.41 or 0.797% and descriptively
interpreted as always exhibited (AE).
Moreover, it could also be inferred that cooking food
for her/ his Self is often exhibited because, at their age,
they need company or guidance when cooking in the
kitchen. However, assuming that their parents/
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guardians are too busy working, they cannot
accompany their child in the kitchen to cook.
According to Julie Negrin (2010), the age group 10-12
years old and up can usually work independently in the
kitchen. However, kids should be closely watched by
an adult before being given adult responsibilities so
that it can be determined whether they can adhere to
fundamental norms like tucking panhandles,
disconnecting electrical devices, and using a chef's
knife properly. According to Thomas (2015), who also
made this point, students need support and capacity
development to learn to study differently rather than
harder.
In addition to knowing what they need to do, students
need to be motivated to engage in independent
learning by understanding the benefits of independent
learning, which they often articulate about future
career aspirations.
Table 9. Values Exhibited by the Grade 6 Learners
During Modular Instruction (Initiative)
Table 9 presents the values exhibited by the Grade 6
learners during modular instruction in terms of the
initiative. The table shows that two of the values stated
in the table, such as “Do the house chores without
waiting for any reward,” and “Cleans her/ his study
area from time to time,” are always exhibited, five of
Belen & Ricafrente
the values are often exhibited. Three of the values are
sometimes exhibited. Generally, there was a mean of
2.80 or 1.002% and descriptively interpreted as often
exhibited (OE).
Further, it could also be inferred that most learners do
not portray initiative among themselves. They do not
have the willingness to initiate doing things for
themselves or even for their family. Unfortunately,
even if they are adolescents, they need to have their
parents’ instruction before doing what needs to be
done.
As cited by Bednar (2018), adults have tools at their
disposal to be successful in learning that some younger
learners do not have. These include essentially
experience, effective study techniques, and a desire to
learn new things. For example, online courses require
students to have skills in time management,
motivation, self-academic discipline, self-directed
learning, and initiative.
Table 10. Values Exhibited by the Grade 6 Learners
During Modular Instruction (Autonomy)
Table 10 presents the values exhibited by the Grade 6
learners during modular instruction in terms of
autonomy. The table shows that almost half of the
stated values are often exhibited by the learners, such
as “Willing to take risks such as to communicate in the
target language at all costs,” and “Willing to revise and
reject hypotheses and rules that do not apply.” While
the rest of the values are always exhibited, such as
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“Developing study plans”, and “Setting learning
goals.” Generally, there was a mean of 3.26 or 0.781%
and descriptively interpreted as always exhibited (AE).
Further, it could be put forward that most of the values
always exhibited are regarding their learning. Because
they are already in adolescence period, they have plans
and goals for their learning, the reason why they
always exhibit those values.
Learner autonomy is demonstrated as a permanent
dynamic process amenable to "educational
interventions" rather than a static result, state, which is
reached once and for all, similar to the study of Candy
(1991). The notions of learner autonomy and
independence have also gained ground over the past
two decades, with the former becoming a "buzzword"
in language acquisition, according to Little (1991).
Table 11. Values Exhibited by the Grade 6 Learners
During Modular Instruction (Resilience)
Table 11 presents the values exhibited by the Grade 6
learners during modular instruction in terms of
resilience. The table shows that the statements
“Establishing other important connections by
volunteering or joining a faith or spiritual
communication,” “Writing about past experiences to
help them identify positive and negative behavior
patterns,” and “Practicing stress management and
relaxation technique” are the values that are often
exhibited by the learners. In contrast, the rest of the
Belen & Ricafrente
stated values are permanently exhibited. Generally,
there was a mean of 3.30 or 0.975% and descriptively
interpreted as always exhibited (AE).
Further, it could be assumed that most of the values
exhibited can be observed in their daily lives. In
comparison, those values that have resulted as often
exhibited are those values that cannot be observed in
their everyday routine.
Robert & Ray (2021) mentioned that by helping
students to develop the skills to build resilience and a
growth mindset, the effects of damaging, stressful
situations can be minimized. These abilities empower
pupils to take on obstacles, learn from them, and find
solutions to lead fulfilling lives. This resource features
lessons that promote resilience in the classroom.
Table 12. Summary Table of Values Exhibited Among
the Grade 6 Learners During Modular Instruction
Table 12 presents the summary table of values
exhibited among the Grade 6 learners during modular
instruction. The table shows that among those nine (9)
values exhibited, the initiative is the only one that is
often exhibited by the learners. It has a composite
mean of 2.80 or 1.00%. In contrast, the rest of the
stated values are permanently exhibited. Generally,
there was a grand mean of 3.33 or 0.827% and
descriptively interpreted as always exhibited (AE).
Further, it could be noted that the learners have often
exhibited the value of having initiative because most
of the learners nowadays are not interested in doing
things that they may not benefit from when they do the
task. Most of them always wait for their parents to
instruct them on what to do. Also, initiating a task is
not their priority because they are too busy doing
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things relating to their personal lives, such as playing
online games, playing outdoor games, and bonding
with their friends and classmates. Daily, we do not just
have one value throughout the day.
Human values are a fundamental component of all
academic disciplines and extracurricular pursuits home
and at school, according to Sri Sathya Sai Central
Council Malaysia (1993). Human values are, in reality,
an essential component of our existence. Human
values cannot be separated from one’s identity. Human
values cannot be taught. They have been brought out
from within the learner.
Significant Difference on the Exhibited Values of
the Respondents When They are Grouped into
Profile
According to Das, and Sinha (2017), the socio-
economic status of parent’s, the father’s education,
occupation, and income affect the child’s performance.
Rothman also noted in his article entitled “Socio-
economic Status and the Values of Junior High School
Students.” That educators have long been aware of a
relationship between the two variables. The necessity
to provide equal education to everyone, regardless of
the financial situations, has drawn much attention.
Level of Personal Development of the Learners
During Modular Instruction
Table 14. Level of Personal Development of Grade 6
Learners (Mental)

Table 13. Statistical Tables Showing the Significant

Difference on the Exhibited Values of the Respondents
When Grouped into Profile

Table 13 presents the statistical table showing the

significant difference in the exhibited values of the
respondents when grouped into profiles. The table
depicts that the difference in the exhibited values of
the respondents in terms of family income is Table 14 presents the level of personal development of
statistically not significant (p-value= .163) at 0.05 and Grade 6 learners in terms of mental. The table shows
at 0.01 level of significance. Similarly, it is statistically that two (2) of the stated values such as “Confident
not significant (p-value= .125) in terms of parents’ when faced with new situation or people”, and
educational level. Also, it is statistically not significant “Setting goals in life,” are moderately likely. At the
(p-value= .259) in terms of the parents’ occupation. same time, the rest of the values are very likely.
Hence, there is enough evidence not to reject the null Generally, there was a mean of 4.28 or 1.258% and
hypothesis stating that there is no difference in the
descriptively interpreted as Very Likely (VL).
exhibited values of the respondents when grouped into
profiles.
Further, it could also be assumed that self- esteem is
Further, it could also be assumed that the socio- automatically increased when there is an increase in
economic profile of the learners does not affect their good mental health status. Higher self-esteem
values exhibited. Also, the result shows, that their subsequently leads to an uptick in social situational
socio-economic profile has nothing to do with the confidence.
values exhibited.

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Table 15. Level of Personal Development of Grade 6

(Social)

Table 16 presents the level of personal development of

Grade 6 learners regarding the spiritual aspect. The
table shows that two (2) of the values are moderately
likely, such as “Naturally lean towards making better
choices,” and “Becoming a role model to others.” In
contrast, the rest of the values are very likely.
Generally, there was a mean of 4.25 or 0.850% and
descriptively interpreted as Very Likely (VL).

Further, spiritual wellness is the awareness of life's

ultimate purpose. People used to discover this goal of
life through their faith or belief systems, while others
used to create their own purpose.

Table 17. Level of Personal Development of Grade 6

(Emotional)

Table 15 presents the level of personal development of

Grade 6 in terms of social aspects. The table shows
that the indicators such as “Interacts respectfully and
cooperatively with adults, and peers” and
“Demonstrates some understanding of other’s rights,
uniqueness and individuality” are very likely
developed among learners as signified by a mean of
4.32 or 0.743% and descriptively interpreted as very
likely (VL).

Also, it could be assumed that the family is the main

group of ties in society that directly affects an
Table 17 presents the level of personal development of
individual's life but the social life of any person is
Grade 6 in terms of emotional aspects. The table
influenced by social networks, close friends, youth
shows that all stated values are very likely, such as
leaders, and teachers, who are all a part of a crucial
“Demonstrates prosocial behaviors” and “Seeks adult
interaction.
help when needed for the emotional support.”
Generally, there was a mean of 4.30 or 0.754% and
Table 16. Level of Personal Development of Grade 6
descriptively interpreted as Very Likely (VL).
(Spiritual)
Also, it could be assumed that the emotional state and
mood of an individual make up the emotional
dimension of health. A person is said to be in high
emotional health when they are joyful and in an
excellent emotional state. It is directly related to self-
esteem and one’s ability to control and manage
emotions to maintain a realistic view of circumstances.

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Table 18. Level of Personal Development of Grade 6 Table 19. Summary Table of Values Exhibited Among
(Physical) the Grade 6 Learners During Modular Instruction
Figure 22. .

Table 19 presents the summary of the values exhibited

among Grade 6 learners during modular instruction.
The table shows that all values are exhibited as very
likely as signified by a mean of 4.31 or 0.998% and
descriptively interpreted as Very Likely (VL).

Further, it could be inferred that these values exhibited

equate to the aspects of health that is the overall
condition of one's body, society, and mind, not merely
the absence of disease or infection.

Learner Exhibited Values Significant Effect to their

Personal Development

Table 20. Regression analysis ANOVA results

Table 18 presents the level of personal development of

Grade 6 in terms of the physical aspects. The table
shows that all of the stated values, such as “Shows
Significant Difference Between the Learner
increasing levels of proficiency, control, and balance
Personal Development Based on their Socio-
in walking, climbing, running, jumping, hopping,
economic Status
skipping, marching, and galloping” and “Makes
successful transitions between sequential motor skills” Table 21.Statistical Tables Showing the Significant
are found be very likely to be developed among the Difference Between the Learner Personal
Grade 6 learners as supported by a mean of 4.39 or Development Based on Socio-Economic Status
1.384% and descriptively interpreted as Very Likely
(VL).

Also, it could be assumed that physical dimension is

nothing more than a biological or physical part of
health. This demonstrates the increasingly common
definition of health, which is the absence of illness,
injury, or diseases when someone consistently does
simple exercises like leaping and jogging.

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Table 21 presents the significant difference between
the learner’s personal development and socio-
economic status. The table depicts that the difference
between the learner personal development and family
income is statistically not significant (p-value= .163)
at 0.05 and at 0.01 level of significance. Similarly, it is
statistically not significant (p-value= .059) in terms of
parent’s educational level. Also, it is statistically not
significant (p-value= .301) in terms of parent’s
occupation. Hence, there is enough evidence not to
reject the null hypothesis that there is no significant
difference between the learner personal development
based on the socio-economic status of the learners.
Also, it could be inferred that the socio-economic
profile of the learners does not affect their personal
development. The result also shows that their socio-
economic profile has nothing to do with their personal
development.
As Hair (2015) stated, family socio-economic status
(SES, mainly, family income and parent’s educational
qualifications) is an essential factor that affects an
individual’s personal development. He asserts that
self-improvement requires introspection and a focus on
one's own needs. Personal development also increases
self-awareness, and self-esteem, increases skills, and
fulfills aspirations.
F stat (1, 220),= 177.859, p < .0005), suggests that this
model of personal development model is statistically
significant. This illustrates that the independent
variable (values exhibited) has a significant effect to
the dependent variable (personal development), thus,
this regression model is a good fit for the data.
Table 22. Regression analysis on the effect of the
learners exhibited values to their personal
development
Table 22 illustrates that the value (R = .669) indicates
a good level of prediction. From the value of r square
= .447 that the independent variable (level of values
exhibited) explains 44.5% of the variability of the
dependent variable (personal development).
Belen & Ricafrente
The study further suggests that each level of increase
in the level of values exhibited by the learners means
an increase in the learners’ personal development of
.833. This analysis produced the equation model y
(personal development) = 1.536 + .833 (values
exhibited) + .43902 (standard error).
Conclusion
According on the study's findings, the following
conclusions were made:
1. Based on the findings on the socio-economic
profile, the Grade 6 learners under modular instruction
belong to a family who earns Php 9,520.00 and below,
whose parent’s educational level is primarily high
school graduates, and the parent’s occupation are
mostly an Entrepreneur/ Agribusiness and Self-
employed.
2. From the findings on the values exhibited among the
Grade 6 learners under modular instruction, all values
are always exhibited (AE) except for the values of
initiative that are often exhibited (OE) and have a
mean of 2.80 or 1.002%. However, in general, all
values are always exhibited (AE), with a mean of 3.33
or 0.827%.
3. After the test of significance difference, it was
found that there was no significant difference in the
exhibited values of the respondents when were
grouped into profiles, therefore, the null hypothesis is
accepted.
4. From the findings on the level of personal
development of the learners, all values exhibited in
terms of mental, social, spiritual, emotional, and
physical are generally descriptive and interpreted as
Very Likely (VL) where it has a mean of 4.31 or
0.998% of the population.
5. After the test of significance difference, it was
found that there was no significant difference in the
personal development of the respondents based on
their socioeconomic status.
6. Based on the result, it illustrates that the
independent variable (values exhibited) has a
significant effect on the dependent variable (personal
development).
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Affiliations and Corresponding Information
Cherie Fei I. Belen
Marinduque State College Graduate School - Philippines
Jellian T. Ricafrente, PhD
Marinduque State College Graduate School - Philippines
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